UNESCO has been a forerunner in the field of mainstreaming of gender which is evident in countless conferences and publications, notably in its Checklist for the Integration of Gender Issues in the Evaluation of UNESCO’s Programmes (UNESCO 1999b ). The branch with special responsibility for questions of Adult Literacy has been the UNESCO Institute of Education (UIE). Careful historical-comparative analysis of its publications reveals a varied picture on the question of gender. On the one hand it has published evaluation manuals (Bhola 1990, Easton 1996) in which gender goes virtually unnoticed. And on the other there are collected essays of workshops organised and published by the UIE which present some of the strongest voices on the subject, notably Sara Longwe (1997, 1999a), the exponent of the evaluation tool, Women’s Empowerment Framework. While personnel changes in the UIE in the course of the nineties may be a partial explanation, there are other ambiguities in its policies and practice which are not as easily explained. When the evaluation reports of literacy programmes published as exemplary practice by the UIE are examined they reveal some striking differences. Two evaluations of literacy programmes in Sub-Saharan Africa were analysed, one in Oyo State, Nigeria (Omolewa et al. 1998) and the other being the National Literacy Programme of Namibia (Lind 1996). The methods of analysis were both the UNESCO Checklist and the Women’s Empowerment Framework. They both have received wide acceptance within this particular field. Furthermore, their use provides a means of internal comparison. What the study reveals is a striking discrepancy between such policy and the actual practice of evaluation, and at the same time it becomes clear that the Women’s Empowerment Framework is the more rigorous of the two. Particularly in the analysis of the Oyo programme evaluation it becomes evident that such a gender approach is able to uncover significant failures, particular with regard to its patriarchal notion of “empowerment”. Although it too falls short of the standards, the evaluation of the Namibian programme comes a lot closer to the requirements. An explanation for the discrepancy between the two may be located in the fact that whereas the Oyo evaluation was conducted by a team of local consultants, all of whom were male, the Namibian evaluation was a joint local-international initiative with an equal male-female balance. Further study of UIE’s other published evaluation reports would however be necessary in order to confirm such a conclusion. What the study does succeed in establishing is the way in which the role of UNESCO through the UIE’s has been that of a facilitator. By bringing different emphases into dialogue with one another it has served to open up new directions in the field of gender and literacy programme evaluation. / Public Administration and Management / M.A.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-03T16:29:04Z No. of bitstreams: 1 rodrigobelleioliveira.pdf: 1124851 bytes, checksum: 0fbf4a48e46abd925e2c58c7eb94dac2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T10:50:05Z (GMT) No. of bitstreams: 1 rodrigobelleioliveira.pdf: 1124851 bytes, checksum: 0fbf4a48e46abd925e2c58c7eb94dac2 (MD5) / Made available in DSpace on 2016-02-05T10:50:05Z (GMT). No. of bitstreams: 1 rodrigobelleioliveira.pdf: 1124851 bytes, checksum: 0fbf4a48e46abd925e2c58c7eb94dac2 (MD5) Previous issue date: 2014-03-25 / O presente estudo se propôs a realizar uma análise crítica acerca das formulações e/ou interferências dos organismos internacionais, em especial a UNESCO (Organização das Nações Unidas para a Educação, a Ciência e a Cultura), na concepção de formação de jovens e adultos no contexto do capitalismo hodierno e como essa perspectiva se desdobra sobre as políticas públicas educacionais brasileiras, voltadas a EJA a partir de 1990. A fim de compreender a questão proposta, será necessário contextualizar as formulações da UNESCO frente às exigências do sistema capitalista, sobretudo nos documentos voltados a EJA (Educação de Jovens e Adultos), produzidos no período escolhido; identificar a direção delineada para a centralidade do trabalho expressa nessas produções e contrapor a concepção de formação encontrada nesses documentos com a concepção de formação humana defendida pela teoria social de Marx. Para tanto, a pesquisa tem como base a análise documental, pautada no referencial epistemológico do materialismo histórico. Desse modo, ficará evidente a intrínseca relação entre o todo e as partes e a necessidade em se promover as mediações, buscando identificar as contradições e ideologias que perpassam os documentos da UNESCO analisados no contexto da sociedade capitalista neoliberal e empreender os desdobramentos desta inserção para a Educação de Jovens e Adultos. Essa análise pretende contribuir para o aprofundamento da compreensão crítica no campo da educação voltada a jovens e adultos, especialmente no que tange a construção de projetos educativos relacionados à formação humana nessa modalidade. Projetos estes que precisam ser construídos pela própria classe proletária e, por isso, deverão ultrapassar os processos de escolarização e perpassarem por toda a vida do sujeito trabalhador dessa modalidade. Somente projetos com essas bases e que defendam os interesses dos trabalhadores é que poderão, efetivamente, contribuir para mudanças estruturais e universais na sociedade atual. / The present study was to conduct a critical analysis of the interference of international organizations , in particular the UNESCO ( United Nations Educational, Scientific and Cultural Organization ) , in designing training for youth and adults in the context of today's capitalism and how this unfolds perspective on Brazilian educational policies , aimed EJA since 1990 . In order to understand the proposed question , seek to contextualize the formulations of UNESCO handle the demands of the capitalist system , especially in the documents face EJA ( Youth and Adults ) , produced in the chosen period; identify the outlined direction to express the centrality of work these productions and contrast the design of training found in these documents with the conception of human development advocated by the social theory of Marx . Therefore, the research is based on documentary analysis , based on the epistemological framework of historical materialism . Thus , understanding the intrinsic relationship between the whole and the parts and the necessity to promote mediation in order to identify the contradictions and ideologies that underlie the UNESCO documents analyzed in the context of neoliberal capitalist society and take the consequences of this insert for Education youth and Adult . This analysis aims to contribute to the deepening of critical understanding in the field of education aimed at young people and adults , especially regarding the construction of educational projects of human education in this modality. These projects need to be built by the working class itself and therefore should overcome the schooling process and perpassarem throughout the life of the person subject of this modality . Only projects with these bases and to defend the interests of workers is that can effectively contribute to structural and universal changes in current society .

Orientador: Pedro Laudinor Goergen / Tese (Doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T22:20:07Z (GMT). No. of bitstreams: 1 Silva_LenildesRibeiroda_D.pdf: 1729981 bytes, checksum: bc975219e7d6f32740b7e3b5d3308606 (MD5) Previous issue date: 2011 / Resumo: Este trabalho objetiva analisar criticamente os conceitos de diversidade e tolerância, presentes nas propostas de políticas de educação no mundo, publicadas a partir de 1990. Busca-se pensar esses conceitos relacionados à estrutura da sociedade capitalista em processo de mundialização e globalização, focando, mediante análise teórico/histórica, seu sentido e relevância na contemporaneidade. Trata-se de uma pesquisa bibliográfica e de análise documental que, além da retomada histórica e filosófica dos conceitos, se propõe fazer uma análise de sua incidência nos relatórios e nos documentos mundiais sobre educação, publicados pela UNESCO. O texto se divide em três partes: na primeira, busca-se perfazer uma retomada histórica da defesa da tolerância no nascimento da modernidade, trazendo autores como Las casas, Locke, Voltaire e Stuart Mill. Esta retomada visa compreender os fundamentos filosóficos políticos e sociais que marcaram a defesa liberal da tolerância, identificando aproximações e distanciamentos desta defesa com o ressurgimento da necessidade do conceito de tolerância nos séculos XX e XXI; a segunda parte traz as reflexões críticas de Marcuse, relacionando os conceitos de diversidade e tolerância com as promessas de liberdade, autonomia, entre outras, na sociedade sem oposição. Marcuse interroga a tolerância de um ponto de vista crítico, ressaltando seu aspecto ideológico, afinado com uma sociedade opressora. O autor considera os limites, ambigüidades e contradições internas do conceito e relacionadas à sociedade em que se constitui, chegando a denunciar a tolerância pura como falsa e regressiva, porquanto não atenta para o intolerável para o progresso humano; sob o referencial de Marcuse, a terceira parte vem com a análise dos documentos que tratam da diversidade e tolerância a partir do contexto do pós-guerra. Mais especificamente, são abordados o relatório Educação: Um tesouro a descobrir, a Declaração sobre os princípios da tolerância e a Declaração sobre a diversidade cultural e ainda as discussões levantadas na Conferência sobre a tolerância na América Latina e no Caribe e a Conferência de Educação para a Tolerância em Lisboa. A partir dessa análise, o trabalho tematiza o esmaecimento do debate sobre a tolerância nos documentos da UNESCO e nas discussões a respeito da educação no mundo que sucedeu à efervescência da temática na década de 1990. Chega-se à conclusão de que, na tentativa de não ignorar as críticas realizadas e, ao mesmo tempo, sem abandonar a idéia de tolerância enquanto conceito matricial da UNESCO, preserva-se o conceito na forma de uma discussão menos enfática. Ameniza-se o debate a respeito da tolerância paulatina pela inserção de questões menos conflituosas como o respeito à diversidade, à proteção do patrimônio e à questão dos direitos humanos. Entende-se que a tolerância é um conceito ambíguo e contraditório, entretanto, não superado, permanecendo nos debates acadêmicos, nos documentos mundiais, nas práticas educativas e no senso comum, o que torna, todavia, necessária sua constante interrogação e crítica, desviandose de um sentido consensual e ideológico para um sentido crítico e progressivo. / Abstract: This paper aims to critically examine the concepts of diversity and tolerance, present in the proposed education policies in the world, published since 1990 and that influence educational policies. The aim is to think about these concepts related to the structure of capitalist society in the process of globalization, focusing upon theoretical/historical analysis their meaning and relevance in contemporary times. This is a bibliographic search and document analysis that, besides the resumption of the historical and philosophical concepts, proposes to make an analysis of its impact on global reports and documents on education published by UNESCO. The text is divided into three parts: the first, we try to make up a resume of the historical defense of tolerance in the birth of modernity, bringing authors such as Las Casas, Locke, Voltaire and Mill. This return is to understand the philosophical underpinnings of political and social changes that marked the liberal defense of tolerance, identifying similarities and differences of this defense with the resurgence of the concept of the need for tolerance in XX and XXI centuries; the second part presents the critical reflections of Marcuse, relating the concepts of diversity and tolerance with the promises of freedom, autonomy, among others, into society without opposition. Marcuse questioned the tolerance of a critical point of view, stressing its ideological aspect, in tune with an oppressive society. The author considers the limitations, ambiguities and internal contradictions of the concept and related to the society in which it is, coming to denounce as false and regressive the pure tolerance, because no attention to the intolerable to human progress; under the reference of Marcuse, the the third part comes with the analysis of documents dealing with diversity and tolerance from the post-war. More specifically are discussed the report Education: A Treasure Within, the Declaration on the principles of tolerance and the Declaration on cultural diversity and also the discussions raised at the Conference on tolerance in Latin America and the Caribbean and the Conference on Education for Tolerance in Lisbon. From this analysis, the paper deals fading debate over tolerance in UNESCO documents and discussions about education in the world that succeeded the effervescence of this issue in the 1990. We come to the conclusion that, in order not to ignore the criticisms made, at the same time, without abandoning the idea of tolerance as a concept matrix of UNESCO, preserves the concept in the form of a discussion less emphatic. Softens up the debate about tolerance by gradual insertion of fewer conflicting issues such as respect for diversity, protection of assets and the issue of human rights. It is understood that tolerance is an ambiguous and contradictory concept, however, not overcome, remaining in academic debate, documents in the world, educational practices and common sense, which makes, however, required his constant questioning and criticism, diverting is a consensual and ideological sense for a critical sense and progressive. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Submitted by Jussara Moore (jussaramoore@id.uff.br) on 2017-02-15T12:02:03Z No. of bitstreams: 1 Os Direitos humanos, A Unesco e os Arquivos - Dissertação versão final.pdf: 1618276 bytes, checksum: d53e98123fb8c86cb4ab92b5a0077388 (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2017-02-15T12:36:37Z (GMT) No. of bitstreams: 1 Os Direitos humanos, A Unesco e os Arquivos - Dissertação versão final.pdf: 1618276 bytes, checksum: d53e98123fb8c86cb4ab92b5a0077388 (MD5) / Made available in DSpace on 2017-02-15T12:36:37Z (GMT). No. of bitstreams: 1 Os Direitos humanos, A Unesco e os Arquivos - Dissertação versão final.pdf: 1618276 bytes, checksum: d53e98123fb8c86cb4ab92b5a0077388 (MD5) / A pesquisa examina a relação dos arquivos com os direitos humanos através das resoluções das Conferências Gerais da UNESCO, realizadas a partir da década de 1990 e de 2000 e dos Instrumentos Internacionais de Direitos Humanos da ONU. Identifica através dessas recomendações oficiais da UNESCO as ações apontadas sobre a função social dos arquivos, discutindo-as através de uma abordagem política dos direitos humanos. Baseando-se no método do Direito Comparado de Rodolfo Sacco, através da comparação, identifica de que forma as políticas da UNESCO para os arquivos vão ao encontro do estabelecido como direitos humanos nos Instrumentos Internacionais da ONU. Traz como referencial teórico as ideias defendidas por Norberto Bobbio (2004) dentro da teoria juspositivista dos direitos humanos que apontam uma série de características dos direitos humanos que são necessárias à sua compreensão, bem como as análises de Fabio Konder Comparato (2013) sobre a internacionalização dos direitos humanos. Os resultados apontam para uma estreita relação das políticas da UNESCO para os arquivos com o estabelecido nos Instrumentos Internacionais da ONU. / The research examines the archives considering the human rights through the resolutions of UNESCO General Conference held since the 1990s and 2000s and also the UN International Human Rights Instruments. It identifies, through these official recommendations of UNESCO, actions indicated on the social function of the archives, discussing them through a political approach to the human rights. Based on The Comparative Law from Rodolfo Saco method, by comparison, it identifies how the policies of UNESCO for the archives are aligned with what is stated as the human rights in the UN international instruments. It brings, as theoretical background, ideas espoused by Norberto Bobbio (2004) regarding the legal positivism theory of the human rights that establishes a number of characteristics of human rights that are necessary for its understanding as well as Fabio Konder Comparato (2013) analysis on the human rights internationalization. The results indicate a close relationship between UNESCO policies for the archives and the provisions of the United Nations International Instruments.

Einleitung: "Obwohl Schutzinstrumente zur Verfügung stehen, haben sich Kulturgüter zu einem der am häufigsten unrechtmäßig gehandelten Güter entwickelt. Der Verlust von national wertvollem Kulturgut bedeutet einen besonders großen Schaden für die Identität, die Geschichte sowie die Kultur eines Staates, da die Bezugsquelle der nationalen oder lokalen Identität der Bevöl-kerung der Mitgliedstaaten verloren geht. Seit 2013 plante die Europäische Kommission (KOM) eine Neufassung der Richtlinie 93/7/EWG vom 15.03.1993, die ein Rückgabesystem von unrechtmäßig verbrachten Kultur-gütern einführte. Zwischen der KOM, dem Rat der Europäischen Union (Rat) sowie dem Eu-ropäischen Parlament (EP) wurde die Meinung geteilt, dass die Richtlinie einer Überarbeitung unterzogen werden sollte, um die Rückbringung von Kulturgütern in der Europäischen Union (EU) zu verbessern. In der folgenden Arbeit soll die Frage untersucht werden, in welchen Aspekten sich die Richt-linie 2014/60/EU vom 15.05.2014 von der Richtlinie 93/7/EWG unterscheidet. Zur Beantwor-tung der Frage wird ein Normenvergleich gewählt, der die entsprechenden inhaltlichen Verän-derungen der neuen Richtlinie mit der alten vergleicht. Weiterhin sollen mögliche Auswirkun-gen auf die Novellierung des deutschen Kulturgüterschutzes gezeigt werden. Im folgenden Kapitel wird die Entstehung des Europäischen Sekundärrechts zum Thema der Rückgabe unrechtmäßig verbrachter national wertvoller Kulturgüter durch die Richtlinie 93/7/EWG (im Weiteren auch alte Richtlinie genannt) und ihre Verbindung zur Verordnung 3911/92 vom 31.12.1992 beschrieben. Anschließend an die Kritik und Umsetzung der Richt-linie folgt in Kapitel III eine Darstellung des deutschen Kulturgüterschutzes und den Bezug zur alten Richtlinie. Kapitel IV als Herzstück der Arbeit befasst sich mit der Darstellung und Ana-lyse der Richtlinie 2014/60/EU (im Weiteren neue Richtlinie genannt) und weist Veränderun-gen zur alten Richtlinie auf. Im Anschluss an eine zusammenfassende Bewertung wird auf die Umsetzung in Mitgliedstaaten eingegangen, die bis zum 18.12.2015 durchgeführt werden sollte. Des Weiteren wird die Umsetzung im neuen Kulturgutschutzgesetz (KGSG) aufge-zeigt, welches am 06.08.2016 in Kraft getreten ist."

In der Arbeit wird die historische Genese des UNESCO Welterbe-Programms zwischen 1960 und 1980 untersucht, insbesondere im Hinblick auf die Rolle der sogenannten Entwicklungsländer in diesem Prozess. Die UNESCO engagierte sich in vielen dieser Länder im Bereich des Kultur- und Naturschutzes, zu einem Zeitpunkt an dem der Aufbau eines nationalen Erbes für diese Länder von besonderer Bedeutung war. Die Schlüsselkonzepte des Welterbediskurses: Nationales Erbe, Denkmalpflege und Humanität, sind europäischen Ursprungs und westlicher Natur. In Bezug auf die Entwicklungsländer gestaltete sich die Etablierung eines nationalen Erbes und die Konstruktion eines historischen Narratives in den meisten Fällen als Zusammenarbeit zwischen internationalen Experten und nationalen politischen Eliten. Außerdem galt vielen der involvierten Akteure Kulturtourismus in Entwicklungsländern, angeregt durch Altertümer und wilde Natur, als entscheidende Einnahmequelle für Devisen. Identifikation, Institutionalisierung und Ausübung von Denkmalpflege zu finanzieren war vielfach Bestandteil von Entwicklungshilfeprogrammen und Äthiopien ist ein besonders anschauliches Beispiel für diese Praxis. Die Welterbekonvention wurde in Äthiopien ab 1977 mit großem Erfolg umgesetzt, gleichzeitig jedoch herrschte ein Mangel an entsprechend ausgebildeten Fachkräften – Archäologen, Denkmalpfleger oder Kunsthistoriker– im Land um die Vorhaben tatsächlich umzusetzen. Das wirtschaftliche Potential von Kulturtourismus wurde als vielversprechend gelobt und Gelder für Denkmalpflege und Artenschutz wurden teilweise nur unter der Prämisse der touristischen Erschließung bereitgestellt. Äthiopiens Rolle in der Entstehungsphase des Welterbe-Programms ermöglicht es, die komplexen Prozesse der Wissensproduktion und Politisierung zu verstehen, die den Welterbe-Diskurs so maßgeblich prägen. / This dissertation looks into the historic genesis of the UNESCO World Heritage Programme, and gives a special relevance to the role of so-called developing countries in this. UNESCO was highly active in the field of conservation in these countries at a time that the establishment and promotion of a national heritage was perceived desirable by them. National heritage, conservation and humanitarianism – key concepts promoted in the World Heritage discourse – are European in their origin and Western in their nature. In the context of so-called developing countries, the establishment of a nation’s heritage was often a hybrid effort of international experts and national political elites, serving evolving national narratives. On a more concrete level, many actors involved saw cultural tourism, stimulated by monuments and wildlife, as a crucial source of foreign currency for these countries. Funding the identification and institutionalisation of heritage, and the conservation and management of heritage sites, was a practise occurring within and alongside other forms of technical assistance and developmental aid. Ethiopia provides a particular vivid example of these events. Ethiopia implemented the World Heritage Convention in 1977, with great effort and success. At the same time, the country was confronted with a skills-shortage crisis, due to there being at that time few native Ethiopian archaeologists, conservators, or art historians. The economic potential of heritage tourism in Ethiopia was appreciated early on and funds for conservation were sometimes raised entirely based upon the argument that the conservation of monuments would foster tourism, and development. Understanding the links between Ethiopia and the World Heritage programme during it’s initial phase provides insights into the complex processes of knowledge production, and politics, that constitutes the World Heritage discourse.

The international organization UNESCO promotes collaboration among nations ineducation, science, culture, and communications. Among its key work areas areexpanding educational opportunities, protecting world heritage sites, developing reliableworld scientific standards and statistics, and promoting freedom of expression and humanrights. With these goals in mind, it is important to realize the role the U.S. plays in thedecisions and actions taken by UNESCO.UNESCO was created in London in 1945 and currently has 188 member states. In1985, the United States announced its withdrawal from UNESCO due to various reasonsand remained out until 2002. The thesis discusses the controversy that surrounds theinternational organization UNESCO and its missions as well as why UNESCO issignificant to the United States. Specificallyt the thesis will explore the membership ofthe United States and its reasons for withdrawal from UNESCO from 1985 - 2002 andwhy the duration of withdrawal was longer than that of other member nations. I willanalyze the arguments made by previous historians and present some overlooked reasonsfor the long duration of U.S. withdrawal from UNESCO. It is important to understandwhat role the United States plays in international organizations and how its actionsinfluence other countries and world perceptions.

This thesis deals with a specific group of historical sites called World Heritage, which are registered on the UNESCO World Heritage List. It characterizes the basic elements of the UNESCO World Heritage idea as a cultural and social process, which engages in acts of remembering that work to create ways to understand, present and interpret the past within the present social frameworks. The thesis brings to the attention a range of viewpoints about the nature of heritage in general and the UNESCO World Heritage in specific that have emerged in the relatively new area of academic interdisciplinary heritage studies. For the purposes of exploring different aspects of the World Heritage phenomenon, following themes of heritage discourse have been developed: remembering and making public use of the past, the UNESCO approach and the ways of presenting and interpreting the past. In order to give a sense of what World Heritage looks like on the ground this thesis details some aspects of three different World Heritage sites. To study such matters in the physical world a strategy of undertaking case studies of three specific UNESCO sites and employing the methods of direct observation and a fieldwork were chosen. Closer examinations of the Czech medieval town of Kutná Hora, the Hiroshima Peace Memorial Park...

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Master's thesis Cultural Diversity and its Protection in International Law focuses on the concept of cultural diversity within international law and examines the various means of its protection and promotion. Although the theme of cultural diversity is relatively new for international law, the issue developed significantly in the last fifteen years. This thesis therefore outlines the development of the protection of cultural diversity in an international environment and focuses on its current relevance. The first part of the thesis describes the historical development of the protection of cultural diversity from the perspective of international law. It focuses on the concept of cultural diversity within the framework of international organizations. The thesis then presents various means of protection and preservation of cultural diversity, be it earlier documents dealing with the protection of cultural diversity or the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions from 2005, which is one of the most important milestones in these efforts. The second part examines in detail the Convention on the Protection and Promotion of the Diversity of Cultural Expressions, the role of civil society in its implementation and the existing positive and negative impacts...